Restorative Practices
Building a Positive School Culture Through Connection and Accountability
At Lennox School District, we believe in fostering a positive and inclusive learning environment where all students feel respected, supported, and empowered to succeed. One key component of this vision is our commitment to Restorative Practices—an approach that helps build and strengthen relationships, resolve conflicts, and restore harm caused by wrongdoing.
What Are Restorative Practices?
Restorative Practices (RP) are a set of principles and strategies designed to build healthy, positive relationships, encourage accountability, and repair harm when conflicts arise. Rooted in the idea that people are more likely to make positive changes when they are treated with dignity and respect, restorative practices focus on repairing relationships and restoring trust rather than solely punishing behavior.
Key components of restorative practices include:
- Building Relationships: Creating a supportive, respectful school community through dialogue and proactive practices.
- Repairing Harm: When harm is done, restorative practices focus on understanding the impact of actions and collaboratively finding ways to repair the harm.
- Accountability: Encouraging individuals to take responsibility for their actions and the consequences they may have on others.
- Inclusion: Involving all affected parties in the process of conflict resolution and decision-making.
Why Are Restorative Practices Important?
Restorative practices are proven to:
- Reduce suspensions and expulsions: By addressing the root causes of behavior and promoting communication and understanding.
- Increase student engagement: Students who feel heard and understood are more likely to be engaged in learning and participate positively in the school community.
- Build a sense of community: Restorative practices foster empathy and respect, leading to a more supportive school environment for all.
- Improve school climate: A restorative approach helps to reduce conflict, bullying, and school violence, creating a safer, more inclusive environment.
How Restorative Practices Work at Lennox School District
At Lennox School District we implement restorative practices in various ways, including:
- Restorative Circles: A group discussion method where participants sit in a circle to share thoughts, feelings, and experiences in a safe, structured space. Circles help build trust, improve communication, and resolve conflicts.
- Restorative Conferencing: A more formal process that brings together the individuals affected by a conflict (such as the person harmed and the person who caused harm) to discuss the impact and agree on ways to repair the harm.
- Peer Mediation: Trained student mediators help peers resolve conflicts in a fair, respectful way, with a focus on understanding each other's perspectives and finding solutions.
- Teacher Training and Support: Our staff receives ongoing professional development to integrate restorative practices into their teaching and classroom management, ensuring that restorative principles are embedded in everyday school life.
How Can Families Get Involved?
Restorative practices are not just for the classroom—they extend to our entire school community, including families. Here are some ways parents and guardians can support restorative practices:
- Participate in Restorative Circles: Attend family circles to connect with other families, share experiences, and learn more about restorative practices.
- Model Restorative Practices at Home: Use the principles of restorative practices with your children by fostering open, respectful communication, resolving conflicts through dialogue, and encouraging accountability.
- Stay Informed: Attend workshops, webinars, and events hosted by the district to learn more about how restorative practices can benefit students and families.
Together, we create a school community where every student feels valued, heard, and empowered to succeed.
Restorative practices can contribute to the development of a positive school climate and discipline policies that are humanistic and inclusive, while increasing student voice and engagement.
When a student has been suspended, or other means of correction have been implemented against the student, for an incident of racist bullying, harassment, or intimidation, the principal or designee shall engage both the victim and perpetrator in a restorative justice practice suitable to the needs of the students. The principal or designee shall also require the perpetrator to engage in a culturally sensitive program that promotes racial justice and equity and combats racism and ignorance and shall regularly check on the victim to ensure that the victim is not in danger of suffering from any long-lasting mental Health Issues.
The Superintendent, principal, or designee may refer a victim, witness, perpetrator, or other student affected by an act of bullying to a school counselor, school psychologist, social worker, child welfare attendance personnel, school nurse, or other school support service personnel for case management, counseling, and/or participation in a restorative justice program as appropriate.
If any student involved in bullying exhibits warning signs of suicidal thought or intention or of intent to harm another person, the Superintendent or designee shall, as appropriate, implement district intervention protocols which may include, but are not limited to, referral to district or community mental health services, other health professionals, and/or law enforcement, in accordance with Board Policy and Administrative Regulation.